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A number of pedagogies and approaches are often quoted in the e-learning literature – constructivism, communities of practice, collaboration – but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pe...
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... the case study summarising the proceedings, discussion, research, their own reflections and plan of action for the case. The online module was therefore designed to provide for individual activity, experiential and reflective learning, learning from others through dialogue and learning from information or the knowledge claims of others (see Fig. 4). ...
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... As technology changes, pedagogy and instructional design must also change to ensure the effectiveness of learning with digital technology. According to the theory of experiential learning, students must go through all phases of the learning process, namely experience, reflection, thinking, and doing (Conole et al., 2004;Kolb & Kolb, 2009). Therefore, in digital leadership, it is important to familiarise students with digital technology while teachers use the appropriate elements in the teaching and learning process. ...
Nowadays, one of the most prominent leadership philosophies is digital leadership. However, there are still few tools available to assess digital leadership. Unfortunately, the discussion about expert consensus items is limited, especially involving fuzzy considerations. Therefore, this study will assess the content validity of an instrument called situational judgement test (SJT) by using Fuzzy Delphi Method (FDM). There are 13 panels chosen to serve as the FDM's experts. The item should satisfy three conditions of FDM, namely the threshold value (d), the percentage of expert consensus, and the fuzzy score (Amax). The questionnaire uses a seven-point Likert scale based on appropriateness. There are nine constructs, namely (1) Student Engagement, Learning, and Outcomes; (2) Learning Environment and Spaces; (3) Professional Growth and Learning; (4) Communication; (5) Public relations; (6) Branding; (7) Opportunities; (8) Empowered Professionals; and (9) Learning Catalyst. Each construct has 10 items at the first level. According to the results of the study, only 45 of 90 items are appropriate for inclusion in the SJT to assess teachers' digital leadership roles, i.e., five items for each construct. The findings have important implications to recommend any other empirical ways of assessing SJT items to increase the validity aspect of the items.
... Because it is known that many formal and informal factors are effective in the formation and change of thoughts and beliefs about the nature and individual acquisition of knowledge (Hofer, 2004;Oksal et al., 2006). One of these factors can be the epistemic assumptions and culture of each domain (Conole et al., 2004;Kim & Hamdan Alghamdi, 2021). GEBs can change (Muis et al., 2016) and evolve (Palmer & Marra, 2008) due to learning experiences in a particular field. ...
While the epistemic beliefs are defined as beliefs about knowledge and knowing, the nature of science (NOS) is about the epistemological and ontological foundations of science, how scientists work, how scientific knowledge is produced, how it is tested and validated and how society affects or reacts to science. In this study, the link between pre-service science teachers’ general epistemic beliefs (GEB) and their understanding of NOS was examined qualitatively. Hermeneutic phenomenological design was used in the study and the data were obtained from semi-structured interviews with five pre-service science teachers who participated voluntarily. In the analysis, the links of two different phenomena were reached from a single data set. As a result of the research, specific links were found between different types of general epistemic belief dimensions, which are mostly sophisticated, and NOS dimensions. These links were found to confirm many of the divergent relationships quantitatively identified in the literature. In addition, as an original result, it was seen that the relationships previously identified with quantitative methods could be qualitatively differentiated and some relationships not found in the literature could be possible. As a result of the study, it was determined that pre-service science teachers justified their beliefs with their understanding of science and scientific knowledge. When this case is analyses in the light of the literature, it can be explained by the possible influence of science which constitutes the context of the participants. It can be said that the participants approximated their general epistemic beliefs to scientific epistemology in the manner of domain-specific epistemic beliefs (DEB) and finally concretized them with statements emphasizing their understanding of NOS. Moreover, the results imply that participants can justify their developed epistemic beliefs through authorities, both personal and with reference to science, according to the epistemological nature of the knowledge implied. In this respect, the research proposes a testable scheme that reveals holistic connections between GEB and NOS. It also encourages further research into the possible direction of causality underlying the transitivity between GEB–DEB–NOS and scientific epistemological beliefs in its context.
... There are several possible pedagogical designs for instructional VR experiences. [6] mapped pedagogies for effective learning design and they suggested several pedagogical designs including but not limited to Behaviorism, constructivism and Experiential Learning. [4] built on the work of [6]as they identified and categorized instructional VR experiences into five different pedagogical foundations including Direct Instruction, Experiential Learning Theory, Discovery Learning Theory, Situated Cognition and Constructivism. ...
... [6] mapped pedagogies for effective learning design and they suggested several pedagogical designs including but not limited to Behaviorism, constructivism and Experiential Learning. [4] built on the work of [6]as they identified and categorized instructional VR experiences into five different pedagogical foundations including Direct Instruction, Experiential Learning Theory, Discovery Learning Theory, Situated Cognition and Constructivism. "Experiential learning emerged as the most common pedagogical foundation in 24 applications" [4, p. 16]. ...
... 1. VR Tutorial: VR Tutorial where the learner is almost a passive receiver of information which is similar to Direct Instruction as defined by [4] and informed by [6] which is a conventional or traditional way of delivering instruction following behaviorist approach which is providing content and then evaluating students and providing positive or negative feedback. 2. VR Hands-On-Practice: Where the learner actively learns by exploring components in the virtual world. ...
The purpose of this study is to define design guidelines for instructional virtual reality (VR) and examine how three different VR designs affect students' motivation and performance. Pre-post tests measuring performance and the modified Reduced Instructional Materials Motivation Survey (RIMMS) measuring motivation were used to evaluate the effects of various VR designs. 29 students were split up into three instructional VR groups. The findings revealed no significant differences among the three student groups in terms of the performance variable. However, notable differences were observed in the motivation variable. The findings of this study highlight that although students may learn identically from a variety of VR designs, their motivation levels differ depending on the design. This study emphasizes the significance of taking motivational factors into account when implementing virtual reality (VR) in educational contexts, acknowledging the role that motivation plays in fostering long-term and enhanced learning experiences.
... To posit suitable tasks to achieve our overall ILOs, we followed a similar approach as Fowler (2015) by listing the learning stages and associated learning outcomes followed by listing general learning tasks [based on the work of Conole et al. (2004)] that could implement the learning outcome (see Table 1). However, Conole et al. (2004) refer to general learning tasks as "mini-learning activities, " which we refrain from to maintain the distinction between learning tasks and learning activities as previously defined. ...
... To posit suitable tasks to achieve our overall ILOs, we followed a similar approach as Fowler (2015) by listing the learning stages and associated learning outcomes followed by listing general learning tasks [based on the work of Conole et al. (2004)] that could implement the learning outcome (see Table 1). However, Conole et al. (2004) refer to general learning tasks as "mini-learning activities, " which we refrain from to maintain the distinction between learning tasks and learning activities as previously defined. As with Fowler (2015), we used the learning stages outlined by Mayes and Fowler (1999), which consist of: "the user's initial contact with other people's concepts" (conceptualization), "the process of building and combining concepts through their use in the performance of meaningful tasks" (construction), and "testing of understanding, often of abstract concepts" (dialogue). ...
... The list of general learning tasks can be applied to Conole et al. (2004)'s model to assess the suitability of the proposed learning task regarding the available tools or resources, the learner, or the desired pedagogical approach. The model consists of three pairings of opposing learning characteristics: Information, Non-reflective, and . ...
The use of virtual reality (VR) in firefighter training is promising because it provides cost-effective, safe environments that arouse similar behavioral responses to real-life scenarios. However, the pedagogical potential of VR and its impact on learning outcomes compared to traditional methods is currently an under-explored area. This research investigates how well VR can support learning compared to traditional methods in the context of training firefighters in combating vegetation fires. A VR learning environment was developed, informed by a “design for learning” framework providing a pedagogical underpinning. A between-subjects experiment was conducted with 40 participants to measure the knowledge transfer of the VR learning environment against the official textbook. In addition, VR's theorized learning benefits of intrinsic motivation, situational interest, and self-efficacy were compared with textbook-based learning. Lastly, the design quality of the learning environment was assessed based on its learning and user experience. We employed a primarily quantitative approach to data collection and analysis, using a combination of knowledge test results and questionnaires, with supporting qualitative data from semi-structured interviews and observation notes to answer our hypotheses. The results found a significant difference between the knowledge transfer of both conditions, with textbook-based learning more effectively transferring factual and conceptual knowledge than VR. No significant difference was found in reported self-efficacy between the two conditions but was found in reported levels of intrinsic motivation and situational interest, which were higher in the VR condition. The design was found to have facilitated a good user and learning experience, assessed via questionnaire responses. During interviews, VR participants reported high levels of satisfaction with the experience, praising the hands-on learning approach and interactivity, while reporting frustration with the lack of knowledge reinforcement and initial difficulties with the controls. A key finding was that presence was found to be negatively associated with knowledge transfer, which we theorize to be caused by the novelty of the realistic VR environment distracting participants from the more familiar lesson content. This research contributes to the body of work related to knowledge transfer within VR in this domain while highlighting key pedagogical and design considerations that can be used to inform future design implementations.
... The discussion about interaction in the educational process has gained relevance in the main learning design models. Moore's transactional distance theory (1986) (20) considered interaction and knowledge transition as central elements of learning. The learning process is facilitated by reducing the transactional distance, focusing on the communicational variables: structure, dialogue and autonomy, conceptualized in Table 2, in this sense the transactional distance is reduced due to the presence and intensity of the dialogue, these variables being the first representations student interactions with the content, teacher and with the student or another student (21) . ...
... Based on a critical analysis of the variables proposed by Moore (1986) (20) flexibility is observed in its conceptualization, especially when considering Anderson's (2003) interaction equivalency theorem ) (23) and Dron's (2006) transactional control model (24) . The first highlights the possibility of substituting forms of interaction in the educational process, depending on the context and learning objectives, without compromising pedagogical quality. ...
... The second argues that the variables' structure, dialogue and autonomy are interdependent, varying depending on who is in control of the educational process, be it teacher or student. However, Moore's (1986) conception (20) faces methodological and empirical limitations, highlighted by Gorsky and Caspi ...
The advent of the pandemic in the years 2020-2021 further deepened the discussion about educational design that was guided by educational communicative practices. The objective of this work was to develop an online teaching-learning model focused on interaction and edu-communication. The study followed the Integrated Mixed Research Strategy in five stages. Firstly, the problem and objectives of the research were identified, by surveying the theoretical framework. Next, a qualitative field study was conducted with qualitative meta-synthesis and content analysis. The information collected revealed a correlation between the content of the articles and the main approaches in the theoretical foundation, pointing to a collaborative learning model in online teaching, with a focus on learning communities, modularization of objectives and content, and emphasis on interaction, being observed a lack in the methodological area of edu-communication and interrelations with interaction. To develop the Integrated Intermodal Model of online teaching-learning, concepts from convergent approaches and theories from the meta-synthesis sample were added. This resulted in a prototype of online educational design for flexible, digital environments, supported by ICTs, promoting reflection, interaction, autonomy, and dialogue. It is important to highlight that the model requires additional replication, review, testing, and validation.
... A core concept of Learning Design is the 'toolkit', broadly understood as practical materials and activities to support the design process and make pedagogically informed decisions according to the specific context (Conole & Oliver, 2002;Conole et al., 2004). A toolkit consists of two main parts: ...
This guide focuses on Learning Design as an educational development methodology for enhancing teaching and learning and is intended for educational developers and educators with special educational development tasks in higher education. It addresses educators’ often implicit design for learning processes and how they can qualify their designs and learn from and support peers’ design choices. Learning Design involves incorporating pedagogical theory, making explicit design choices, emphasising student learning, utilising design aids and promoting reusability. The guide offers five practical tips for adopting Learning Design in higher education with the ultimate goal of empowering educators to design and share effective and efficient teaching.
... Flexibility is attained by adopting Conole's 3D pedagogy framework [10], which provides a systematic mapping of tools and resources to expected learning outcomes and pedagogical theories of preference. Mapping is described in terms of the Activity Theory [11], transforming higher-level activities into outcomes by means of actions. ...
... While learning designer is a job title, the process of designing learning (or designing for learning) is embedded in many different roles. These roles include, but are not limited to, Designer is a contemporary term that is applicable to a broad range of pedagogical and organisational approaches (Conole et al., 2004). In this evolving role/practice the emphasis is deliberately placed on the learner, rather than the instructor (Dalziel, 2015). ...
Learning Design continues to emerge as a distinct area of professional practice in both corporate and education contexts. This practice must now adapt to meet the challenges of increased expectation of learner experience, an exponential rate of global change, and the need for learning experiences to be future-fit. However, there is a lack of a coherent framework to guide Learning Design practice in addressing these challenges. There is a lack of a framework that supports the learning designer as a leader of change for a thriving future.
This thesis proposes an emergent framework: Leadership by Learning Design. The researcher adopts a pragmatic approach, which draws upon both existing research and professional experience across a range of design related themes including anthro-complexity, future studies, decolonisation, transformational learning, and systems transformation. Key literature in each of these areas is explored, contextualised to Learning Design, then applied in a manner that pushed beyond the boundaries of prevalent practice. Together these themes form an emergent, yet coherent, framework which allows Learning Designers to explore their role as leaders for a thriving future - Leadership by Learning Design.
... Other studies have also found that the perceived complexity and difficulty of online course content can be a barrier to learning [46], as reflected in the mean scores for "I think that the topics covered in online lectures are complicated and difficult to understand" (M = 4.37, SD = 1.68) and "The teaching pedagogy utilized in online lectures is hard for me to keep up with" (M = 4.39, SD = 1.67). Some participants also expressed concerns about the workload and pacing of online courses, as indicated by moderate mean scores for "I often feel that online lectures contain irrelevant information that is not related to the topic" (M = 4.12, SD = 1.83), "I feel that the tasks assigned in online lectures are often excessively long and redundant" (M = 4.30, SD = 1.71), "The learning schedule on the online platform was too intense for me to follow" (M = 4.46, SD = 1.80), and "I feel the amount of information on online lectures was overwhelming" (M = 4.55, SD = 1.74). ...
The advent of Massive Open Online Courses (MOOCs) has opened up new possibilities for students to access high-quality educational content worldwide faster and easier. Among these online learning platforms, Coursera is the most popular MOOC provider, with over a thousand courses in various fields of study. This study investigated the perception of students towards learning MOOCs on the Coursera platform, examining the benefits and barriers that influence their engagement in this mode of learning. The data were collected from a private university in Vietnam via online surveys with 200 MOOCS participants using a 7-point Likert scale questionnaire and semi-structured interviews with 30 participants. The findings indicated positive opinions of university students on the Coursera platform, including access to diverse topics, high-quality learning materials, a high level of academic support, flexible learning, and the ability to learn at their own pace. The findings revealed a number of benefits of learning Coursera MOOCs, such as earning high-quality certifications, improving knowledge and skills, enhancing personal development, and having chances for higher education and career advancement. In addition, the study identified some barriers to their learning, for example, a lack of interaction with instructors, an overload of information, a lack of motivation and concentration, and difficulties with study language and time management.
... To analyze what and how learning theories were used to inform the design of IVR applications, we coded the common themes arose from existing learning theories inductively (Conole et al., 2004;Kavanagh et al., 2017;Wohlgenannt et al., 2019). Codes were analyzed with the inductive method proposed by Gonz´alez (2010). ...
Multiple reviews point out that immersive virtual reality (IVR) educational studies often lack the consideration of learning theories in research design and IVR application development to promote students’ learning. In response to the lack of theoretical foundations in educational research of IVR applications, an increased number of scholarly studies have been published in recent years to incorporate learning theories into the design of VR applications, research, and lesson design of IVR-based lessons, particularly in the field of science education. Through synthesizing IVR educational research articles that used learning theories, this review aims to study how to best design IVR instructions using learning theories as foundations. Supported by various learning design theories, the synthesis of the reviewed studies (n = 29) reveals that students’ learning outcomes could be enhanced by (1) providing students with high level of control over their IVR learning experiences, (2) minimizing cognitive loads imposed by IVR, (3) integrating learners’ characteristics into IVR learning application design, and (4) adding reflective tasks before or after IVR applications. Details of these theoretically informed lesson design were also explored. Based on these findings, we propose six design principles to help facilitate the transition to IVR lessons and improve IVR learning application design and lesson design. This set of design principles will provide theoretically informed pedagogical suggestions for future educators.
